Principles Of Effective Learning And Teaching

Students learn best when:

Teaching and learning require a suitable environment for it to take place effectively (Burk, 2014). Knowledge is perceived to be the process through which learners acquire skills. There are various factors which have to be present for learners to learn effectively. This paper outlines ways through which teaching and learning can be made more successful and enjoyable.

Application of the given principles of practice to the given scenario

Learning requires a supportive and productive environment. Students most likely achieve the expected outcomes when they feel connected to their education (Barr, 2016). In this scenario, it is advisable to vary the style of learning to favor all learners. All students cannot do better in group discussions. The instructor needs to allow the students to explore different ways of learning which can make their understanding useful.

Secondly, for learning to take place adequately, the environment must promote self-motivation, interdependence, and independence among the learners. Independent learners improve their performance efficiently (Mulyono, 2017). The fourth-year students need to establish the expected goals for the numeracy task. It will help them see if their set strategies are productive in achieving the expected learning outcomes.

The interest, perspective, and background of learners should reflect in their learning program. It is essential to help students feel connected in what they are learning (Paolini, 2015). The instructor can help them to realize how the concept they are gaining is applicable in their real-life situations.  In this scenario, the teacher should help the learners see how the idea of digital scales can improve their living standards.

Challenging learners during the teaching and learning process is essential. It improves their levels of understanding and application of different skills in different life dynamics. The instructor in this scenario should realize that every class contains a wide range of students (Wieman, 2014). The task he or she gave to the learners can be easy to some learners while at the same time be complicated for others. 

Assessment is an integral part of teaching and learning. The teacher could have given the learners a task first to help them know how to handle overweight objects.  The exercise will help the instructor to see if there could be any other way to teach the concept of digital scales (Amua-Sekyi, 2016).

The learning process is beyond the classroom. It strongly connects with the community. It should be related to the interests and needs of each student (Ito, et al., 2013). In this scenario, it could have been better if the teacher could have brought in some activities that could have made the learners feel connected to their work, for example, the involvement of videotapes and outdoor activities that elaborate how to measure weights and its importance.

Scenario

Difference between learning styles and principles of practice

Students learn differently. A learning method is a way, in which a student grasps, processes, comprehends and retains data that they read (Tabrizi, Alizadeh, & Koshavar, 2013). One of the methods that a learner may employ is linguistic learning. A semantic is a learner who can learn through necessary language skills such as speaking, writing and listening. For example, a learner can read about a particular ability, listen to an audio that explains the talent and make short notes about the craft. Secondly, visual learning is another learning style (Hatami, 2013). In this case, the learner learns more with the aid of visual learning models such as pictures, graphs or diagrams

On the contrary, practice principles are the factors which have to be kept constant for learning to take place effectively. They are necessary conditions which help the learner to achieve the desired goals effectively. These practices include drawing high expectations for every learner. Practice principles promote learners intellectual engagement and personal awarenes 

1.Approaches to flexible learning that are in use in the schools I visited.

2. Is it a content or technical problem?

3.Issues that disabled students may encounter in a mainstream classroo

Below are some of the challenges students with disabilities face in an inclusive classroom (Mpofu & Shumba, 2012).

1. Lack of required support from the subject teachers
2. Teachers may set higher expectations for them

• Unavailability of an inclusive curriculum that caters to their needs

1. An unfavourable class environment that provides to their needs
2. Lastly, they face difficulties with heterogeneous groupings that fail to feed to their issues.
3. Support strategies that could be implemented with students who lack additional support to make their learning effective

Each activity we do requires proper approach regardless of whether it is a classroom activity or an outdoor activity. Below is a list of strategies that can help in improving learning if implemented with students who are in need of additional support.

4.Small group work

Introduction of cooperative learning among the learners

Advocating for collaborative education among the students 

Large class discussion

Reciprocal peer teaching to help the learners in the groups improve

Contextual considerations when selecting learning activities

Individual work

Encouraging learners to be intentional with their lesson plans

Helping the Learners to set higher and consistent expectations

Outdoor sport activity

Educating the students to drink plenty of water

Choosing an action that is developmentally appropriate for the students 

Conclusion

The rapport between the instructor and the learners is very crucial. It sets a contest for the types of principles that are significant for learning to take place effectively. Students do better when they understand that their teacher has them in his or her heart. Students as well need time and opportunities to exploit what they know as well learn new concepts. Proper strategies are a significant requirement towards making learning productive. There is a need for appropriate plans that will include every student in a classroom regardless of their disabilities. It is, therefore, the task of the instructor to set such a community that will ease and make learning productive and secure. 

References

Amua-Sekyi, D. E. (2016). Assessment, Student Learning, and Classroom Practice: A Review. Journal of Education and Practice, 1-6.

Barr, J. J. (2016). Developing a Positive Classroom Climate. The IDEA Center, 1-9.

Burk, C. (2014). Foundations of effective teaching. Teaching and Learning, Online.

Hatami, S. (2013). Learning styles. ETL Journal, 488-490.

Ito, M., Gutierrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., . . . Watkins, S. C. (2013). Connected Learning: An Agenda for Research and Design. Digital Media and Learning Research Hub, 1-99.

Mpofu, J., & Shumba, A. (2012). Challenges Faced by Students with Special Educational Needs in Early Childhood Development Centers in Zimbabwe as Perceived by ECD Trainers and Parents. Kamla-Raj, 327-338.

Mulyono, D. (2017). The influence of learning model and learning independence on mathematics learning outcomes by controlling students’ first ability. International Electronic Journal Of Mathematics Education, 689-708.

Paolini, A. (2015). Enhancing Teaching Effectiveness and Student Learning Outcomes. The Journal of Effective Teaching, 20-33.

Seth, G. (2015). The Benefits of Experiential Learning. Experiential learning, Online.

Tabrizi, J. S., Alizadeh, O., & Koshavar, H. (2013). Identifying Students’ Learning Styles as a Way to promote learning Quality. Res Dev Med Educ, 35-39.

Warner, B. (2015). An Exploration Of Engagement, Motivation And Student-Centered Learning In Physical Education. Journal of Unschooling and Alternative Learning, 1-14.

Wieman, C. (2014). Engage all your students with “challenge problems.” Stanford Teaching Commons, Online.

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